Lesson Title: Magnetic Field Art. Can you trace it?
State Standards: GLEs/GSEs
PS 3 8b
PS 3 8c
National Standards:
Inquiry
Context of Lesson:
Overview of lesson, including: where it fits in unit, what are key ideas and what will students be doing.
Opportunities to Learn:
Depth of Knowledge
Today’s lesson is asking kids to assemble knowledge into a cohesive package. Students must be able to look at an image and try to work backwards to figure out the placement of each part. The simpler examples will be DOK 2 with many in DOK 3
Prerequisite Knowledge
In addition to having a base knowledge of magnetic fields from the previous units the students will be forced to apply logical thinking and analytical skills to complete the lesson satisfactorily.
Plans for Differentiating Instruction
I will make three different level packets of drawings to match. For each ability level some should be very easy to do, some should require thought and the last ones will be a real challenge. In every group the students will have some that will stump them. I will ask for volunteer groups for the hardest ones and then pass out the other two levels based on IEP and other considerations will not making a big deal out of it. As most students will be getting different packets, and all will be sharing at the end it shouldn’t be a problem in terms of students ridiculing each other.
Accommodations and modifications
This lesson shouldn’t need any accommodations besides extra teacher help to struggling groups. However it will prove valuable to those with English proficiency trouble, as the bulk of the lesson is visual in nature.
Environmental factors
The Normal Classroom setting is appropriate
Materials
• Appropriate copies of the three levels of drawings
• 4 to 6 magnets per group
• Board designed for activity
• Overhead version of board
• Iron fillings
• Appropriate copies of HW worksheet
Objectives:
• Students will form questions about the interactions of magnetic fields while observing the field lines in the form of metal fillings
• Students will use reasoning and planning while attempting to match the diagrams
• Students will compare their observations to the printed ones.
Instruction:
Opening:
Students are going to walk in to the room and see an interesting picture on the board; the science starter is going to be written on the board how do you think the picture relates to magnetism? This particular picture will be a rather detailed collection of metal fillings that will resemble something in nature. After giving the students a few minutes to think about it, we will begin a verbal review of yesterdays reading.
Engagement:
In order to get the students brains working I will ask simple questions of the class How do magnets attract things? How do they repel? What is a magnetic field and can you see a magnetic field? These will be the basis for a quick discussion that will review yesterday’s lesson. Now that students have magnets on the mind, I will ask them to share what they thought the picture on the board was.
Once either they guess or I tell them I will explain the activity. In a few minutes I will give your groups, which I will pick, a sheet with different pictures on it, and your goal is to create that picture using what you know about magnetic fields. You will be given magnets, a board and iron fillings. The iron will follow the field lines to create the picture. I will hand out a sheet that you need to fill in the magnet placements that gave you the picture; I will collect these at the end of class. Don’t worry if you don’t finish, as long as your working hard it won’t count against your grade, just do the best you can.
I will then model 2 or more (depending on the class and the day) before giving students there groups and setting them free to do it.
During the class I will walk around and intervene were necessary.
Closure:
To wrap up class today we will reconvene and I will ask a few students to share what they noticed, as well as see if anyone completed the challenge (which is the one on the board from the beginning of class). Before the end we will update our KWL and handout simple homework worksheets to check there understanding, they will be due tomorrow.
Assessment:
This class will hand in their activity sheets today, and between that and my in class observations I will be able to make judgments about the activities merit. Additionally the homework which is due tomorrow will serve as a good checkpoint to confirm student’s confidence with the material.
Reflections
(Only done after lesson is enacted)
Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency:
Lesson Plan
Lesson Title: Magnetic Field Art. Can you trace it?
State Standards: GLEs/GSEs
PS 3 8b
PS 3 8c
National Standards:
Inquiry
Context of Lesson:
Overview of lesson, including: where it fits in unit, what are key ideas and what will students be doing.
Opportunities to Learn:
Depth of Knowledge
Today’s lesson is asking kids to assemble knowledge into a cohesive package. Students must be able to look at an image and try to work backwards to figure out the placement of each part. The simpler examples will be DOK 2 with many in DOK 3
Prerequisite Knowledge
In addition to having a base knowledge of magnetic fields from the previous units the students will be forced to apply logical thinking and analytical skills to complete the lesson satisfactorily.
Plans for Differentiating Instruction
I will make three different level packets of drawings to match. For each ability level some should be very easy to do, some should require thought and the last ones will be a real challenge. In every group the students will have some that will stump them. I will ask for volunteer groups for the hardest ones and then pass out the other two levels based on IEP and other considerations will not making a big deal out of it. As most students will be getting different packets, and all will be sharing at the end it shouldn’t be a problem in terms of students ridiculing each other.
Accommodations and modifications
This lesson shouldn’t need any accommodations besides extra teacher help to struggling groups. However it will prove valuable to those with English proficiency trouble, as the bulk of the lesson is visual in nature.
Environmental factors
The Normal Classroom setting is appropriate
Materials
• Appropriate copies of the three levels of drawings
• 4 to 6 magnets per group
• Board designed for activity
• Overhead version of board
• Iron fillings
• Appropriate copies of HW worksheet
Objectives:
• Students will form questions about the interactions of magnetic fields while observing the field lines in the form of metal fillings
• Students will use reasoning and planning while attempting to match the diagrams
• Students will compare their observations to the printed ones.
Instruction:
Opening:
Students are going to walk in to the room and see an interesting picture on the board; the science starter is going to be written on the board how do you think the picture relates to magnetism? This particular picture will be a rather detailed collection of metal fillings that will resemble something in nature. After giving the students a few minutes to think about it, we will begin a verbal review of yesterdays reading.
Engagement:
In order to get the students brains working I will ask simple questions of the class How do magnets attract things? How do they repel? What is a magnetic field and can you see a magnetic field? These will be the basis for a quick discussion that will review yesterday’s lesson. Now that students have magnets on the mind, I will ask them to share what they thought the picture on the board was.
Once either they guess or I tell them I will explain the activity. In a few minutes I will give your groups, which I will pick, a sheet with different pictures on it, and your goal is to create that picture using what you know about magnetic fields. You will be given magnets, a board and iron fillings. The iron will follow the field lines to create the picture. I will hand out a sheet that you need to fill in the magnet placements that gave you the picture; I will collect these at the end of class. Don’t worry if you don’t finish, as long as your working hard it won’t count against your grade, just do the best you can.
I will then model 2 or more (depending on the class and the day) before giving students there groups and setting them free to do it.
During the class I will walk around and intervene were necessary.
Closure:
To wrap up class today we will reconvene and I will ask a few students to share what they noticed, as well as see if anyone completed the challenge (which is the one on the board from the beginning of class). Before the end we will update our KWL and handout simple homework worksheets to check there understanding, they will be due tomorrow.
Assessment:
This class will hand in their activity sheets today, and between that and my in class observations I will be able to make judgments about the activities merit. Additionally the homework which is due tomorrow will serve as a good checkpoint to confirm student’s confidence with the material.
Reflections
(Only done after lesson is enacted)
Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency: